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May 31, 2025
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Abstract

Teacher self-efficacy is central to instructional decision-making, persistence, classroom management, and professional learning, yet its measurement should reflect the tasks and conditions teachers actually encounter. This study developed and preliminarily validated a context-sensitive teacher self-efficacy assessment instrument for Madrasah Aliyah Sampano, an Islamic secondary school in Luwu Regency, Indonesia. A research-and-development design adapted from the 4D model was applied through needs definition, instrument design, development, and limited dissemination. The needs analysis involved six school stakeholders; two experts reviewed content and language; five teachers participated in a limited pilot; and 21 teachers completed the field test. The final instrument contained 31 Likert-type items organized into seven operational domains. Expert review prompted clarification of ambiguous items, inclusion of educational technology, shorter sentences, and a definition of self-efficacy. All items showed significant item-total relationships in the thesis dataset, with representative coefficients of .784, .846, and .872, while Cronbach’s alpha reached .892. These results provide promising preliminary evidence of internal consistency and contextual relevance. The instrument can support school-level self-reflection and professional-development planning, but larger multi-site studies are required to establish factorial, convergent, criterion, and test-retest validity.

Keywords

Teacher Self-Efficacy IInstrument Development Islamic Secondary School Professional Development Preliminary Validation

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How to Cite
Rismayani, R., Sahraini, S., & Masri, S. (2025). Developing a Context-Sensitive Teacher Self-Efficacy Assessment Instrument in an Indonesian Islamic Secondary School. International Journal of Educational Administration, Management, and Leadership, 6(1), 137-144. Retrieved from https://harpressid.com/IJEAMaL/article/view/329

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